Statistics in Early Childhood Education: recommendations prior to data representation
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Investigação e Divulgação em Educação Matemática |
Texto Completo: | https://periodicos.ufjf.br/index.php/ridema/article/view/34513 |
Resumo: | The first part of this article presents several recommendations for Early Childhood Education teachers about the stages prior to the graphical representation of data: the collection and organization of data through tally and frequency tables. The main characteristics of both content and aesthetics are indicated and, additionally, various types of statistical tables are described following the CPA sequence: Concrete-Pictorial-Abstract. In the second part, the experience "Let's record our weight" is presented and the levels of comprehension of tally and frequency tables of 39 Spanish 5-year-old children are analyzed. The results show evidence mainly of level 1 (reading the data) and level 2 (reading within the data), together with some anomalies and errors in the construction of the tables. It is concluded that the recommendations provided and the results obtained contribute to a better understanding of what early childhood mathematics teachers should do before representing data and, consequently, are a support for their professional development. |
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Statistics in Early Childhood Education: recommendations prior to data representationEstadística en Educación Infantil: recomendaciones previas a la representación de datosEstadística en Educación Infantil: recomendaciones previas a la representación de datosTeaching statisticsTally tablesFrequency tablesTeacher professional development; Early Childhood EducationEnseñanza de la estadísticaTablas de recuentoTablas de frecuenciasDesarrollo profesional del profesoradoEducación InfantilEnseñanza de la estadísticaTablas de recuentoTablas de frecuenciasDesarrollo profesional del profesoradoEducación InfantilThe first part of this article presents several recommendations for Early Childhood Education teachers about the stages prior to the graphical representation of data: the collection and organization of data through tally and frequency tables. The main characteristics of both content and aesthetics are indicated and, additionally, various types of statistical tables are described following the CPA sequence: Concrete-Pictorial-Abstract. In the second part, the experience "Let's record our weight" is presented and the levels of comprehension of tally and frequency tables of 39 Spanish 5-year-old children are analyzed. The results show evidence mainly of level 1 (reading the data) and level 2 (reading within the data), together with some anomalies and errors in the construction of the tables. It is concluded that the recommendations provided and the results obtained contribute to a better understanding of what early childhood mathematics teachers should do before representing data and, consequently, are a support for their professional development.En la primera parte de este artículo se presentan diversas recomendaciones para el profesorado de Educación Infantil acerca de las fases previas a la representación gráfica de los datos: la recogida y organización de datos a través de tablas estadísticas de recuento y de frecuencias. Se indican las características principales tanto de contenido como estéticas y, adicionalmente, se describen diversos tipos de tablas siguiendo la secuencia CPA: Concreto-Pictórico-Abstracto. En la segunda parte, se presenta la experiencia “Registramos nuestro peso” y se analizan los niveles de comprensión de las tablas de recuento y de frecuencias de 39 alumnos españoles de 5 años. Los resultados muestran evidencias principalmente del nivel 1 (leer los datos) y del nivel 2 (leer dentro de los datos), junto con algunas anomalías y errores en la construcción de las tablas. Se concluye que las recomendaciones proporcionadas y los resultados obtenidos contribuyen a comprender mejor que debería hacer el profesorado de matemáticas de infantil antes de representar los datos y, en definitiva, son un apoyo para su desarrollo profesional.En la primera parte de este artículo se presentan diversas recomendaciones para el profesorado de Educación Infantil acerca de las fases previas a la representación gráfica de los datos: la recogida y organización de datos a través de tablas estadísticas de recuento y de frecuencias. Se indican las características principales tanto de contenido como estéticas y, adicionalmente, se describen diversos tipos de tablas. En la segunda parte, se presenta la experiencia “Registramos nuestro peso” y se analizan los niveles de comprensión de las tablas de recuento y de frecuencias de 39 alumnos españoles de 5 años. Los resultados muestran evidencias principalmente del nivel 1 (leer los datos) y del nivel 2 (leer dentro de los datos), junto con algunas anomalías y errores en la construcción de las tablas. Se concluye que las recomendaciones proporcionadas y los resultados obtenidos contribuyen a comprender mejor que debería hacer el profesorado de matemáticas de infantil antes de representar los datos y, en definitiva, son un apoyo para su desarrollo profesional.Programa de Pós-Graduação em Educação Matemática2021-10-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufjf.br/index.php/ridema/article/view/3451310.34019/2594-4673.2021.v5.34513Revista de Investigação e Divulgação em Educação Matemática ; v. 5 n. 1 (2021): Janeiro-Dezembro2594-4673reponame:Revista de Investigação e Divulgação em Educação Matemáticainstname:Universidade Federal de Juiz de Fora (UFJF)instacron:UFJFporhttps://periodicos.ufjf.br/index.php/ridema/article/view/34513/23529Copyright (c) 2021 Revista de Investigação e Divulgação em Educação Matemática info:eu-repo/semantics/openAccessAlsina, AngelSalgado, María Guamba, Ximena Toalongo Zambrano, César Trelles2021-09-02T00:56:14Zoai:periodicos.ufjf.br:article/34513Revistahttps://periodicos.ufjf.br/index.php/ridema/indexPUBhttps://periodicos.ufjf.br/index.php/ridema/oairevista.ridema@gmail.com||2594-46732594-4673opendoar:2021-09-02T00:56:14Revista de Investigação e Divulgação em Educação Matemática - Universidade Federal de Juiz de Fora (UFJF)false |
dc.title.none.fl_str_mv |
Statistics in Early Childhood Education: recommendations prior to data representation Estadística en Educación Infantil: recomendaciones previas a la representación de datos Estadística en Educación Infantil: recomendaciones previas a la representación de datos |
title |
Statistics in Early Childhood Education: recommendations prior to data representation |
spellingShingle |
Statistics in Early Childhood Education: recommendations prior to data representation Alsina, Angel Teaching statistics Tally tables Frequency tables Teacher professional development; Early Childhood Education Enseñanza de la estadística Tablas de recuento Tablas de frecuencias Desarrollo profesional del profesorado Educación Infantil Enseñanza de la estadística Tablas de recuento Tablas de frecuencias Desarrollo profesional del profesorado Educación Infantil |
title_short |
Statistics in Early Childhood Education: recommendations prior to data representation |
title_full |
Statistics in Early Childhood Education: recommendations prior to data representation |
title_fullStr |
Statistics in Early Childhood Education: recommendations prior to data representation |
title_full_unstemmed |
Statistics in Early Childhood Education: recommendations prior to data representation |
title_sort |
Statistics in Early Childhood Education: recommendations prior to data representation |
author |
Alsina, Angel |
author_facet |
Alsina, Angel Salgado, María Guamba, Ximena Toalongo Zambrano, César Trelles |
author_role |
author |
author2 |
Salgado, María Guamba, Ximena Toalongo Zambrano, César Trelles |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Alsina, Angel Salgado, María Guamba, Ximena Toalongo Zambrano, César Trelles |
dc.subject.por.fl_str_mv |
Teaching statistics Tally tables Frequency tables Teacher professional development; Early Childhood Education Enseñanza de la estadística Tablas de recuento Tablas de frecuencias Desarrollo profesional del profesorado Educación Infantil Enseñanza de la estadística Tablas de recuento Tablas de frecuencias Desarrollo profesional del profesorado Educación Infantil |
topic |
Teaching statistics Tally tables Frequency tables Teacher professional development; Early Childhood Education Enseñanza de la estadística Tablas de recuento Tablas de frecuencias Desarrollo profesional del profesorado Educación Infantil Enseñanza de la estadística Tablas de recuento Tablas de frecuencias Desarrollo profesional del profesorado Educación Infantil |
description |
The first part of this article presents several recommendations for Early Childhood Education teachers about the stages prior to the graphical representation of data: the collection and organization of data through tally and frequency tables. The main characteristics of both content and aesthetics are indicated and, additionally, various types of statistical tables are described following the CPA sequence: Concrete-Pictorial-Abstract. In the second part, the experience "Let's record our weight" is presented and the levels of comprehension of tally and frequency tables of 39 Spanish 5-year-old children are analyzed. The results show evidence mainly of level 1 (reading the data) and level 2 (reading within the data), together with some anomalies and errors in the construction of the tables. It is concluded that the recommendations provided and the results obtained contribute to a better understanding of what early childhood mathematics teachers should do before representing data and, consequently, are a support for their professional development. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-31 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufjf.br/index.php/ridema/article/view/34513 10.34019/2594-4673.2021.v5.34513 |
url |
https://periodicos.ufjf.br/index.php/ridema/article/view/34513 |
identifier_str_mv |
10.34019/2594-4673.2021.v5.34513 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufjf.br/index.php/ridema/article/view/34513/23529 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Revista de Investigação e Divulgação em Educação Matemática info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Revista de Investigação e Divulgação em Educação Matemática |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-Graduação em Educação Matemática |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Educação Matemática |
dc.source.none.fl_str_mv |
Revista de Investigação e Divulgação em Educação Matemática ; v. 5 n. 1 (2021): Janeiro-Dezembro 2594-4673 reponame:Revista de Investigação e Divulgação em Educação Matemática instname:Universidade Federal de Juiz de Fora (UFJF) instacron:UFJF |
instname_str |
Universidade Federal de Juiz de Fora (UFJF) |
instacron_str |
UFJF |
institution |
UFJF |
reponame_str |
Revista de Investigação e Divulgação em Educação Matemática |
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Revista de Investigação e Divulgação em Educação Matemática |
repository.name.fl_str_mv |
Revista de Investigação e Divulgação em Educação Matemática - Universidade Federal de Juiz de Fora (UFJF) |
repository.mail.fl_str_mv |
revista.ridema@gmail.com|| |
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